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CONTRIBUTIONS TO THE HISTORY OF INDEPENDENT HUNGARIAN-LANGUAGE HIGHER EDUCATION IN TRANSCARPATHIA
92-107Views:172This study aims to present the path leading to the establishment of independent Hungarian-language higher education in Transcarpathia. Transcarpathia, as a region and administrative unit, was established within the territory of the Czechoslovak Republic following World War I. After World War II, the region became part of Soviet Ukraine. The first higher education institution in Transcarpathia was the Uzhhorod State University, established by the Soviet regime in 1945. In 1963, a Hungarian department was established at the university, followed by the Department of Hungarian Philology two years later. The establishment of the Hungarian college of Higher Education in Berehove, which currently operates as the only independent Hungarian-language higher education institution in Transcarpathia, established the power shifts following Ukraine declares its independence and the period of higher education expansion. Local advocacy organizations and the Hungarian government played a decisive role in the establishment of the Ferenc Rakoczi II Transcarpathian Hungarian College of Higher Education, ensuring the supply of teachers for Hungarian-language schools in Transcarpathia.
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Szögi László: A pécsi felsőoktatás intézményeinek hallgatói (1714) 1782–1852: (Felsőoktatástörténeti kiadványok, új sorozat 12.) (A pécsi egyetemi könyvtár kiadványai 15.) Pécs-Budapest, 2016, 360 lap
143-145Views:226Szögi László: A pécsi felsőoktatás intézményeinek hallgatói (1714) 1782–1852 - recenzió
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Trianon and the Hungarian Higher Education Tome I. Ed. Gábor Újváry
Views:288In the fall of 1918 there were 23 state universities in Hungary. After three month 10 among them were disannexed.
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REMEMBERING GYULA WALLESHAUSEN (19232010) RESEARCHER OF THE NATIONAL AGRICULTURAL EDUCATION
216-226Views:269On the occasion of the 100th anniversary of his birth, we commemorate Gyula Walleshausen, an outstanding and dedicated authority in the Hungarian librarianship and the first great generation of librarians after 1945, and in addition, one of the most important researchers in the history of Hungarian agricultural education, agricultural higher education and agricultural vocational training. In the course of his work as a librarian and historian, he respected, analysed with his competent knowledge and transformed the historical values of the past into volumes with scientific precision, thus preserving and handing them down to posterity. His writings on librarianship and university history are indispensable, important basic works for anyone researching a subject he studied or anyone who is simply interested in the history of a library issue, institution or discipline. In this article, we commemorate his entire career and his work, but above all his work as an agricultural historian.
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THE 25TH ANNIVERSARY OF THE UNIVERSITY OF DEBRECEN 2000–2025.: THE FIRST RECTOR'S TERM JANUARY 1st 2000 – JULY 31st 2001
154-191Views:25A new era of higher education in Debrecen began in 2000 – decades after the 1912 founded state university was split into several institutions in 1950 – the Debrecen University was established from four independent institutions, offering the broadest range of study programs in the country with five university faculties, three college faculties, nine institutes and three associated institutions. This study reviews the preliminary steps which had been taken to prepare for the institutional integration within the framework of the Debrecen Universitas Association and the Debrecen University Association, describes the circumstances surrounded the failure of the direct integration of church institutions, and details the events connected to the launch of the new university, also presenting the recollections of those involved in the university leadership at the time. The success of the Debrecen University integration was based on its special characteristics, such as broad-based leadership, close cooperation of rectors elected for a short period from different fields of science, highly decentralized management, the establishment of the Medical and Health Sciences Center and the Agricultural Sciences Center – which combined high-level clinical work and agricultural activities, respectively, with the function of related faculties –, and an infrastructural investment program that enabled advances in the majority of educational areas and focused on support of scientific research. Based on the structural decisions, internal integration processes were launched for consolidated operation of informatics, the libraries and language departments, and in the activities of specialty coordination centers, to facilitate cooperation in educational programs and research work. A constructive and harmonious relationship had been developed with the newly formed university-level students’ union and, within the framework of a collective agreement with the institution's employees. The cooperation agreement with the city of Debrecen, the interconnection with the Hungarian Academy of Sciences and participation in the founding of the European University Association were of decisive importance in the university's external relations. The joint works in developing the identity of the University of Debrecen, the creation of symbols and brand images linked to the historical Debrecen Reformed College resulted in trust-based cooperation and breaking down of barriers between the integrating communities of scholars, researchers, students, and employees.
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Pécsi egyetemtörténeti kiadványok: A pécsi felsőoktatás évszázadai – Szerkesztette Fedeles Tamás, Lengvári István, Pohánka Éva, Polyák Petra Pécsi Tudományegyetem, Pécs, (é.n.), 164 lap
245-250Views:195A pécsi felsőoktatás évszázadai – recenzió
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A kassai felsőoktatás intézményeinek hallgatói 1776-1852
151 - 153Views:269A kassai felsőoktatás intézményeinek hallgatói 1776-1852 - recenzió
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THE FIRST HUNDRED YEARS OF THE COLLEGE OF PHYSICAL EDUCATION
100-112Views:15The College of Physical Education was established at the end of 1925, thanks to the support of Minister Kuno Count Klebelsberg as the further development of the course of the National Gymnastics Association, which had started in 1868. At that time, it was placed in the building of the Civil School Teacher Training College (Paedagogium) on Győri Street in Buda, where it still operates today, with gradual expansions. Thanks to its excellent teaching staff, the new institution quickly rose to international status. Although the years of war and the communist dictatorship set back its development, it was elevated to university status in 1975, and then slowly regained its international reputation. In 2000, during the reorganization of higher education, it temporarily lost its independence, which it regained in 2014. Soon, the largest development in its history began, which is now nearing its end.
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Juhász Réka Ibolya: A győri felsőoktatás intézményeinek hallgatói 1719–1852
174 - 176Views:198Jelen írás Juhász Réka Ibolya: A győri felsőoktatás intézményeinek hallgatói 1719–1852 című munka recenziója.
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The Unsigned Founding Charter. The Plan of the Economic Faculty of Budapest.
102-110Views:238The unsigned Founding Charter. The plan of the Economic Faculty of Budapest. The adventurous history of the foundation of the Economic Faculty of Budapest dates back to the middle of the 19th century.
This writing presents the history of the events which led to the foundation of the university from the beginning of the 20th century. In 1918, in the final days of the double monarchy, only one signature was
missing to realize the plan. The study specifies longer jr. Béla Erődi-Harrach’s writing ’University of Economics’, which was also the base for the experiment of 1918 and the foundation of 1920. Altough it has
been remained unknown in literature. -
The University in the 21st century: Teaching the New Enlightenment at the Dawn of the Digital Age. Ed. Marvin Lazerson
Views:258The book provides an in-depth analysis of the main trends and methodologies by which the 21st century higher education should be reorganized, and of the practices, approaches and methods which should be radically rethought. The authors give a detailed description of the changes and trends that require the application of a radically new approach to higher education.
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The STUDENTST OF THE JESUIT ACADEMIE OF BUDA 1713-1777
182-195Views:171The study presents the historical sources, history, students, educational level and attendance of the Buda Jesuit Academy (1713-1777), the Pest Piarist High School of Arts (1752-1784) and the short-lived Pest Law School (1756-1771). These are so far hardly known institutions of higher education in Buda and Pest before 1777, which laid the foundation for the subsequent flourishing of higher education in the capital.
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Finding Experiments of New twechnical Universities in the First Deacade of the 20th Century- The Almost -Opened Technical University of Timisoara
90-101Views:314The Founding Experiments of New Technical Universities in the first Decade of the 20th Century. The almost-opened Technical University in Timisoara. Due to the need for industrial development in
the era of dualism and the overcrowding of the Royal Joseph Technical University, the founding of the second Hungarian technical university became one of the most pressing problems of higher education at the turn of
the 20th century. The professional public, the Royal Joseph Technical University and the government both imagined the establishment of the institution in Timisoara which was the industrial-commercial center of
Southern Land. They took into consideration economic, educational and national aspects as well. The concrete plans were completed by 1917, but due to historical events, the institution was founded only
in the autumn of 1920 as a Romanian Politechnic. In addition to Timisoara, Košice was the planned seat of the third Hungarian technical university, but the preparations were not as far away as in Timisoara. -
THOUGHTS ON THE BEGINNINGS, ON THE OCCASION OF THE PRESENTATION OF THEIR IRON DIPLOMA
198-203Views:18The Georgikon, founded in 1797 in Keszthely by the Festetics family, the agricultural college established in 1818 in Mosonmagyaróvár by Prince Albert Casimir of Saxony-Teschen, and later the one founded in 1868 in Pallag by the city of Debrecen, all played a significant role in advancing Hungarian agriculture throughout the 19th century and the first half of the 20th century. These academies were shut down in 1948–1949, following the land reform of 1945. However, with the reorganization of socialist agriculture and the push for collectivization, it became necessary to restart agricultural education. This led to Presidential Council Decree No. 9 in 1953, which authorized the reestablishment of regional agricultural academies. The process was swift, and the academy in Debrecen was the first to reopen − ironically turning the last into the first. Acting on the instructions of then-Minister of Agriculture Ferenc Erdei, a committee was set up to determine whether the half-finished agricultural secondary school in Pallag − damaged during the war − or the one on Böszörményi Road would be more suitable for reopening the academy. In hindsight, the committee’s decision to choose the Böszörményi Road location proved wise, as it offered vast development potential. This potential was successfully realized by István Bencsik, who − based on Decree No. 35 − oversaw the transformation of the institution into a university-level college. Thanks to prioritized government investment, the new institution became a true jewel of Hungarian agricultural education.
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Az elitoktatástól a tömegoktatásig (felsőoktatás Franciaországban 1953–1990)
65-75Views:196From Elite Higher Educational Systems to Mass Education (Higher Education in France 1953– 990). The french university sytsem is unique in Europe. It is divided between public and private higher educational sectors. This paper aims to identify tensions and difficulties arised by the higher educational expansion in the french higher educational system.It focuses specifically on the increase in the number of the student and the trends of the expansion after the second world war up to 1990. The introduction of the Bologna system was followed by a large wave of national and foreign students willing to enroll French universities. The significant rise in the number of students led to manifold infrastructural problems. However, the transition from the elit to the mass education not only rised problems but also generated solutions. Seen in this light and based on the rate of enrollment and gender data this study intends to highlight techniques of problem solving in higher educational setting.
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The LEADERS OF THE AGRICULTURAL HIGHER EDUCATION INSTITUTIONS OF DEBRECEN BETWEEN 1868 AND 1945
79-88Views:229. In 2018, Debrecen's agricultural higher education celebrated a century and a half since its foundation. In the decades since, it has become the country's leading professional education institute for agriculture. It was born in the post-1867 Reconciliation era, realising the vision of the city's farmer society, in line with the state's engagement, which extended the scope of central power, and gave a new impetus to Hungarian education policy and helped to launch the modernisation of Hungarian agriculture. This special anniversary has inspired the chroniclers of our times to provide an overview of the scholarly teachers of a century and a half who were school founders, who were at the head of the institution for a considerable period of time, and whose activities included enhancing the quality of Hungarian agricultural higher education. The articles in the university history journal, Gerundium, serve this purpose.
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Presov- Moving of the Lutheran Law School to Miskolc in the Academic Year 1918/19
80-89Views:334Prešov – Moving of the Lutheran Law School to Miskolc in the academic year 1918/19. The Law School in Prešov was (re)established in 1862 and became a very important educational centre for Upper
Hungarian families. During the WW I the education was frequently disturbed by garrisoned military troops, and the substitution of fighting professors was a huge challenge for the school. Before the treaty of
Trianon there were plans to move the school to Miskolc, but after the Czechoslovakian occupation of Prešov (December 1918) and the forbidding of the education in the Law School, the school moved in March 2019
to Miskolc and started the education in the fall of 1919. -
Ethnography and Folklore Studies at the Hungarian Universities until 1960
Views:288Ethnography and Folklore Studies at the Hungarian Universities until 1960. At the University of Budapest at the end of the 18th century it was Dániel Cornides (1732–1787) who dealt with issues of Hungarian ancient religion, while András Dugonics (1740–1818) paid attention to various aspects of Hungarian folk poetry (tales, idiomatic phrases, proverbs) and folk customs in his lectures. Descriptive statistics, reports of the state of affairs in various regions and ethnic groups within the country documented the ethnographic character of these areas and groups in the first half of the 19th century. In the second half of the century professors of Hungarian literature and language investigated and discussed these topics with a comparative European perspective at universities. Ethnographic and folklore-related knowledge was disseminated by excellent professors of classical philology and oriental studies. Professors of geography (János Hunfalvy, Lajos Lóczy) played a crucial role in providing information about faraway peoples and continents at the University of Budapest.
The first associate professor (Privatdozent) in ethnography was Antal Herrmann at the University of Kolozsvár (Cluj-Napoca, now Romania) in 1898. He delivered his lectures until 1918 in Kolozsvár, and between 1921 and 1926 in Szeged where the University of Cluj was relocated to. The first university department for ethnographic and folklore studies was established at the University of Szeged, where Sándor Solymossy, a scholar of comparative folkloristics, became professor. At the University of Budapest the first department for ethnography and folklore studies was founded for professor István Györffy, who primarily studied material culture and the people of the Great Hungarian Plain. His successors were Károly Viski (1942), then folklorist Gyula Ortutay (1946). In 1951 at the University of Budapest another department came into being for István Tálasi who was a scholar of material culture studies and historical ethnography.
The head of the ethnography and folklore department of the Hungarian University of Kolozsvár (Klausenburg, Cluj) was Károly Viski in 1940–1941, and Béla Gunda between 1943 and 1948. At the University of Debrecen established in 1912 a number of associate professors held ethnographic and folklore lectures between 1925 and 1949 (István Ecsedi, Károly Bartha N., Tibor Mendöl, Gábor Lükő), but an autonomous department was established only in 1949, led by Béla Gunda until 1979. At the University of Szeged Sándor Bálint was appointed professor of ethnography and folklore studies in 1949, but only after 1990 became it possible to provide M. A. degrees in ethnography and folkloristics. M.A. degrees in ethnography and folkloristics have been provided at the University of Budapest since 1950, while at the University of Debrecen since 1959.
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A magyar felsőoktatás egy fontos intézménycsoportja a királyi jogakadémiák forrásai és feldolgozásának lehetőségei (1777-1850)
121-132Views:191AN IMPORTANT INSTITUTIONAL CLUSTER OF HIGHER EDUCATION IN HUNGARY: THE SOURCES SUPPLIED BY THE ROYAL ACADEMIES OF LAW AND THE PROCESSES OF THEIR CATALOGUING, (1777–1850). he main objective of this study is to ofer an overview of the currently available sources which are extant regarding the peculiar institutions and student population of higher education of the 18th and 19th centuries in Hungary. On surveying the types of sources, it takes stock of the material which is currently accessible to assess the one-time student population of the royal academies of law in Pozsony, Győr, Kassa, Nagyvárad, as well as of the similar royal institutions of Zágráb and the royal lyceum in Kolozsvár. Surveys of this type have demonstrated that in the irst half of the 19th century almost 50,000 students enrolled in these types of institutions. his number by itself tends to indicate that these institutions may have fulilled a much larger role in educating a Hungarian intelligentsia in the Reform Age than one would assume on the basis of a lower-thanuniversity academic level of these institutions.
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MINISTERIAL INSTRUCTION ABOUT THE CREATON OF MAINTENANCE SURCHARGE IN THE ISTVÁN TISZA UNIVERSITY OF DEBRECEN.
162-182Views:188The influence of the economic crisis to the system of surcharges was so deep, that the Ministry of Religion and Public Education was forced to make a new surcharge from the first semester of the 1931/32. year. This fee must be paid by every student of the university at the beginning of every semester. The state of the Hungarian government’s budget was so critical, that three years later must be made another maintenance surcharge which was paid based on the measure of the tuition fee exemption. From the first semester of the 1934/35. year every student had to pay this charge in the rate of their tution fee. All these maintenance surcharges were the part of the Hungarian higher education and the part of the surcharges system of the István Tisza University of Debrecen till the end of the first semester of the 1940/41. year.
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The Settlement of the Hungarian Royal Minin and Forestry College (Academy) from Selmecbánya to Sopron, 1918/19
62-80Views:273The Resettlement of the Hungarian Royal Mining and Forestry College (Academy) from Selmecbánya (Banská Štiavnica) to Sopron, 1918/19. The history of the Hungarian Royal Mining and Forestry
College’s goes back to 1735, the establishing of the School for Training Mining Officers. During the centuries, this school developed in his type to the only higher educational institution of the Hungarian part of Austro-
Hungarian Empire. At the beginning of World War I, it was a Europe-known technical college. With the outbreak of World War I, there was a big rupture in the life of the college. The last lectures started on 6th
October, 1918, but the academic year could not be finished. The troops of the new Czechoslovakia occupied the region. The professors and the students decided to keep the Hungarian citizenship and they wanted to
teach and learn in a Hungarian institution hence they packed up the college and moved from the ancestral residence to Hungary. They had many difficulties during the flight but finally the so-called „refugee
university” found place in Sopron. -
LAJOS FEKETE, HUNGARIAN ROYAL MINISTER COUNCELLAR, DIRECTOR OF THE HUNGARIAN ROYAL ACADEMY OF MINING AND FORESTRY
33-74Views:238Lajos Fekete, Hungarian Royal Minister Counsellor, Forestry Academy professor is a leading figure in higher forestry education, who achieved indefeasible results in creating Hungarian language education and the Hungarian forestry language. Between 1872 and 1891, he headed the Department of Phytology and Silviculture at the Royal Hungarian Academy of Mining and Forestry in Selmecbánya, and from 1891 until his retirement he headed the Department of Forest Management. He played an important role in the organisation of the Academy campus, the construction of new educational buildings and the development and furnishing of the botanical gardens, as well as in the compilation and development of collections related to the subjects he taught (zoology, entomology, botany, climatology and soil science). Hungarian experiments in forestry began to take institutional form in 1897/98, and Lajos Fekete was responsible for this, as well as for the idea of establishing forestry education on a secondary level. Although he had already exceeded the possible age of retirement in 1894, his tireless work ethic kept him in the Academy. He enjoyed the confidence of the Academy's teaching staff and served as vice-principal in the academic year 1892/93, then as director in the academic years 1897/98, 1898/1899 and 1899/1900, and was also head of the forestry department. At the age of 69, on 1 October 1906, he was retired at his own request, because of his failing eyesight towards the end of his life. Thus, the last serving teacher of the first faculty of the Forestry Academy left the academy chair. On this occasion, he was awarded the title of Minister Counsellor in recognition of his services. In 1910, six years before his death, he received the highest recognition for his work, being accepted as a corresponding member of the Hungarian Academy of Sciences. There is no branch of forestry science in which his work has not left a lasting mark. Despite this extremely productive and diversified career, which produced outstanding achievements in all fields, posterity has treated and still treats Lajos Fekete, whose work and human behaviour can stand as an example to us all, rather cruel.
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Jubilee chronicle, Remembering the foudation of the university 650 years ago
136-142Views:228A Pécsi Tudományegyetem 6510 éves évfordulójára megjelentetett Per Aspera ad Astra különszámának ismertetése
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INSTITUTIONAL BOOM IN SOCIALIST HIGHER EDUCATION, OR A COLLEGE IN EVERY TOWN?
113-126Views:21The Hungarian Historical Society and its South-Transdanubian Group organised a conference, titled ’Chapters from the history of education in Hungary’ in Mohács, Hungary, between 13 and 15 August 2025. It was at this conference that a lecture was given on the foundation of colleges that reviewed the evolution and transformation of the institutional network until 1990, with some references to subsequent reorganisations.
No such lecture can provide a complete picture, consequently, it mainly focused on the major junctions relying on bibliographic data. Although the principal topic was the evolution of the college network, the changes affecting universities also had to be mentioned since, during the transformation, integration and foundation attempts, such universities gathered up the colleges eventually often transforming them into university faculties. The first part of the three-part study reviews the fundamental changes until Act III of 1961 on the education system of the Hungarian People’s Republic was enacted; the second part examines the motivations behind the quantitative growth of the institutional network, while the third part showcases the changes in West-Transdanubia through the expansion of the higher education institutions (university, teacher training college) in Pécs, with a particular focus on Zala County, where it was impossible to establish an independent higher education institution.
